Variables affecting the emergence of untaught equivalence relations in children with and without autism

References

• Sidman M. Reading and auditory-visual equivalences. Journal of Speech and Hearing Research 1971;14:5–13
   PubMedGoogle Scholar
• Sidman M, Cresson O. Reading and cross-modal transfer of stimulus equivalences in severe retardation. American Journal of Mental Deficiency 1973;77:515–523
   PubMedGoogle Scholar
• Sidman M, Cresson O, Willson-Morris M. Acquisition of matching to sample via mediated transfer. Journal of the Experimental Analysis of Behavior 1974;22:261–273
   PubMed Web of Science ®Google Scholar
• Sidman M, Tailby W. Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior 1982;37:5–22
   PubMed Web of Science ®Google Scholar
• Sidman M, Willson-Morris M, Kirk B. Matching-to-sample procedures and the development of equivalence relations: The role of naming. Analysis and Intervention in Developmental Disabilities 1986;6:1–19
   Web of Science ®Google Scholar
• Spradlin JE, Cotter VW, Baxley N. Establishing a conditional discrimination without direct training: A study of transfer with retarded adolescents. American Journal of Mental Deficiency 1973;77:556–566
   PubMedGoogle Scholar
• Sidman M. Equivalence relations and behavior: A research story. Boston, MA: Authors Cooperative; 1994
   Google Scholar
• Brady NC, McLean LK. Emergent symbolic relations in speakers and nonspeakers. Research in Developmental Disabilities 2000;21:197–214
   PubMed Web of Science ®Google Scholar
• De Rose JC, De Souza DG. Teaching reading and spelling exclusion and stimulus equivalence. Journal of Applied Behavior Analysis 1996;29:451–469
   PubMed Web of Science ®Google Scholar
• Lynch DC, Cuvo AJ. Stimulus equivalence instruction of fraction-decimal relations. Journal of Applied Behavior Analysis 1995;28:115–126
   PubMed Web of Science ®Google Scholar
• Carr D, Wilkinson KM, Blackman D, McIlvane WJ. Equivalence classes in individuals with minimal verbal repertoires. Journal of the Experimental Analysis of Behavior 2000;74:101–114
   PubMed Web of Science ®Google Scholar
• Mackay HA. Stimulus equivalence in rudimentary reading and spelling. Analysis and Intervention in Developmental Disabilities 1985;5:373–387
   Web of Science ®Google Scholar
• Maydak M, Stromer R, Mackay H A, Stoddard LT. Stimulus classes in matching to sample and sequence production: The emergence of numeric relations. Research in Developmental Disabilities 1995;16:179–204
   PubMed Web of Science ®Google Scholar
• O'Donnell J, Saunders KJ. Equivalence relations in individuals with language limitations and mental retardation. Journal of the Experimental Analysis of Behavior 2003;80:131–157
   PubMed Web of Science ®Google Scholar
• Rehfeldt RA, Root S. The generalization and retention of equivalence relations in adults with mental retardation. The Psychological Record 2004;54:173–186
   Web of Science ®Google Scholar
• Stromer R, Mackay HA. Spelling and emergent picture-printed word relations established with delayed identity matching to complex samples. Journal of Applied Behavior Analysis 1992;25:893–904
   PubMed Web of Science ®Google Scholar
• Vause T, Martin GL, Yu CT, Marion C, Sakko G. Teaching equivalence relations to individuals with minimal verbal repertoires: Are visual and auditory-visual discriminations predictive of stimulus equivalence? The Psychological Record 2005;55:197–218
   Web of Science ®Google Scholar
• Devany JM, Hayes SC, Nelson RO. Equivalence class formation in language-able and language-disabled children. Journal of the Experimental Analysis of Behavior 1986;46:243–257
   PubMed Web of Science ®Google Scholar
• Saunders RR, McEntee JE. Increasing the probability of stimulus equivalence with adults with mild mental retardation. The Psychological Record 2004;54:423–435
   Web of Science ®Google Scholar
• McLay L, Sutherland D, Church J, Tyler-Merrick G. The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature. Research in Autism Spectrum Disorder 2013;7:418–431
   Web of Science ®Google Scholar
• Eikeseth S, Smith T. The development of functional and equivalence classes in high-functioning autistic children: The role of naming. Journal of the Experimental Analysis of Behavior 1992;58:123–133
   PubMed Web of Science ®Google Scholar
• Noro F. Using stimulus equivalence procedures to teach receptive emotional labelling to a child with autistic disorder. Japanese Journal of Special Education 2005;42:483–496
   Google Scholar
• Le Blanc LA, Miguel CF, Cummings AR, Goldsmith TR, Carr JE. The effects of three stimulus-equivalence testing conditions on emergent U.S. geography relations of children diagnosed with autism. Behavioral Interventions 2003;18:270–289
   Web of Science ®Google Scholar
• Arntzen E, Halstadtro L, Bjerke E, Halstadtro M. Training and testing music skills in a boy with autism using a matching-to-sample format. Behavioral Interventions 2010;25:129–143
   Web of Science ®Google Scholar
• Groskreutz, NC, Karsina A, Miguel CF, Groskreutz MP. Using complex auditory-visual samples to produce emergent relations in children with autism. Journal of Applied Behavior Analysis 2010;43:131–136
   PubMed Web of Science ®Google Scholar
• Keintz KS, Miguel CF, Kao B, Finn HE. Using conditional discrimination training to produce emergent relations between coins and their values in children with autism. Journal of Applied Behavior Analysis 2011;44:909–913
   PubMed Web of Science ®Google Scholar
• Miguel CF, Yang HG, Finn HE, Ahearn WH. Establishing derived textual control in activity schedules with children with autism. Journal of Applied Behavior Analysis 2009;42:703–709
   PubMed Web of Science ®Google Scholar
• Maguire RW, Stromer R, Mackay HA, Demis CA. Matching to complex samples and stimulus class formation in adults with autism and young children. Journal of Autism and Developmental Disorders 1994;24:753–772
   PubMed Web of Science ®Google Scholar
• O'Connor J, Barnes-Holmes Y, Barnes-Holmes D. Establishing contextual control over symmetry and asymmetry performances in typically developing children and children with autism. The Psychological Record 2011;61:287–312
   Web of Science ®Google Scholar
• O’Connor J, Rafferty A, Barnes-Holmes D, Barnes-Holmes Y. The role of verbal behavior, stimulus nameability, and familiarity on the equivalence performances of autistic and normally developing children. The Psychological Record 2009;59:53–74
   Web of Science ®Google Scholar
• Wynn JW, Smith T. Generalization between receptive and expressive language in young children with autism. Behavioral Interventions 2003;18:245–266
   Web of Science ®Google Scholar
• Betz AM, Higbee TS, Pollard JS. Promoting generalization of mands for information used by young children with autism. Research in Autism Spectrum Disorders 2010;4:501–508
   Web of Science ®Google Scholar
• Pellechia M, Hineline PN. Generalization of mands in children with autism from adults to peers. The Behavior Analyst Today 2007;8:483–491
   Google Scholar
• Williams G, Carnerero JJ, Perez-Gonzalez LA. Generalization of tacting actions in children with autism. Journal of Applied Behavior Analysis 2006;39:233–237
   PubMed Web of Science ®Google Scholar
• American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 4th ed. Text revision. Washington, DC: American Psychiatric Association; 2000
   Google Scholar
• Dunn LM, Dunn DM. Peabody picture vocabulary test. 4th ed. San Antonio, TX: Pearson; 2007
   Google Scholar
• Harrison PL, Oakland T. Adaptive behaviour assessment system. 2nd ed. San Antonio, TX: Harcourt Assessment; 2003
   Google Scholar
• DeLeon I, Iwata B. Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis 1996;29:519–532
   PubMed Web of Science ®Google Scholar
• Leaf R, McEachin J. A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL; 1999
   Google Scholar
• Benedict H. Early lexical development: Comprehension and production. Journal of Child Language 1979;6:183–200
   PubMed Web of Science ®Google Scholar
• Egel AL, Shafer MS, Neef NA. Receptive acquisition and generalization of prepositional responding in autistic children. A comparison of two procedures. Analysis and Intervention in Developmental Disabilities 1984;4:285–298
   Web of Science ®Google Scholar
• Young JM, Krantz PJ, McClannahan LE, Poulson CL. Generalized imitation and response-class formation in children with autism. Journal of Applied Behavior Analysis 1994;27:685–697
   PubMed Web of Science ®Google Scholar
• Cooper JO, Heron TE, Heward WL. Applied behavior analysis. 2nd ed. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall; 2007
   Google Scholar
• Rehfeldt RA. Toward a technology of derived stimulus relations: An analysis of articles published in the Journal of Applied Behavior Analysis, 1992–2009. Journal of Applied Behaviour Analysis 2011;44:109–119
   PubMed Web of Science ®Google Scholar
• Perez-Gonzalez LA, Herszlikowicz K, Williams G. Stimulus relations analysis and the emergence of novel intraverbals. The Psychological Record 2008;58:95–121
   Web of Science ®Google Scholar
• Murphy C, Barnes-Holmes D, Barnes-Holmes Y. Derived manding in children with autism: Synthesizing Skinner’s verbal behavior with relational frame theory. Journal of Applied Behavior Analysis 2005;38:445–462
   PubMed Web of Science ®Google Scholar
• Murphy C, Barnes-Holmes D. Derived more–less mands in children diagnosed with autism. Journal of Applied Behavior Analysis 2009;42:253–268
   PubMed Web of Science ®Google Scholar
• Murphy C, Barnes-Holmes C. Establishing five derived mands in three adolescent boys with autism. Journal of Applied Behavior Analysis 2010;43:537–541
   PubMed Web of Science ®Google Scholar
• Rosales R, Rehfeldt RA. Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities. Journal of Applied Behavior Analysis 2007;40:105–121
   PubMed Web of Science ®Google Scholar
• Sigafoos J, Doss S, Reichle J. Developing mand and tact repertoires in persons with severe developmental disabilities using graphic symbols. Research in Developmental Disabilities 1989;10:183–200
   PubMed Web of Science ®Google Scholar
• Sigafoos J, Reichle J, Doss S, Hall K, Pettitt L. ‘Spontaneous’ transfer of stimulus control from tact to mand contingencies. Research in Developmental Disabilities 1990;11:165–176
   PubMed Web of Science ®Google Scholar
• Nuzzolo-Gomez R, Greer D R. Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history. The Analysis of Verbal Behavior 2004;20:63–76
   PubMedGoogle Scholar
• Ramirez J, Rehfeldt RA. Observational learning and the emergence of symmetry relations in teaching Spanish vocabulary words to typically developing children. Journal of Applied Behavior Analysis 2009;42:801–805
   PubMed Web of Science ®Google Scholar